This year's World History class will be much different than most history courses you have or will experience, focusing on 3 main ideas. These ideas are that the course will be:
1. Thematic
*The thematic World History class will take some adjustments. Instead of chronological order, as in most history classes, we will be studying over-riding concepts (themes) and how they apply to history and the present. However, we will also be taking the first part of the course (about 4 weeks) to discuss the differences in a thematic approach versus a chronological approach, why it will be helpful, putting together a basic timeline of history, and exploring how the different themes fit into the timelines.
The themes we will be studying include: Time, Population & Migration, Economic Networks & Exchange, Uses & Abuses of Power, Haves and Have-Nots, Expressing Identity, Science, Technology, & Envronment, and Spiritual Life & Moral Codes
Each of the themes will be studied over a 4.5 week period and will include instruction and extension activities, case studies, and project-based assessments.
2. Project-Based
*After attending a Buck Institute on Project-Based Learning in June, I decided that the best way to assess student learning would be through authentic, hands-on learning. Creating is the highest level of learning (Bloom's Taxonomy). Students will use research, technology, and their individual stengths and interests to create projects that demonstrate learning and ability.
3. Standards-Based
*Standards-based assessment and reporting (SBAR) have been shown to provide a more accurate picture of a student's learning at a given point in time. I will be using a 4.0 scale to determine student grades.
Explanation of Markings
4
Exceeds Expectations - Student demonstrates above grade level understanding for the targeted skill or concept.
3
Secure - Student can apply the skill or concept correctly and independently.
2
Developing - Student shows some understanding. Reminders, hints, and suggestions are needed to promote understanding.
1
Beginning - Student shows little understanding of the concept. Additional teacher support is needed.
ID
Insufficient Data
Conversion of 4.0 grading scale to "traditional" grades:
You will notice that 3.0-4.0 are all "A". The 3.0 rating is where your student SHOULD be. Each student will be given the opportunity to achieve at the 3.0 level, however a 3.0 out of 4.0 is perfectly acceptable (still an A) and is one of the biggest changes for students and parents to deal with.
Grading Scale
4.0 Scale Score
3.75-4.00
A+
3.26-3.74
A
3.00-3.25
A-
2.84-2.99
B+
2.67-2.83
B
2.50-2.66
B-
2.34-2.49
C+
2.17-2.33
C
2.00-2.16
C-
1.76-1.99
D+
1.26-1.75
D
1.00-1.25
D-
Below 1.00
F
The following are the first semester standards that we will be addressing:
Understand the use of geographic tools to locate and analyze information about people, places, and environments
Understand the cause and effect relationships and other historical thinking skills in order to interpret events and issues
Understand how physical and human characteristics create and define regions
Understand the effects of geographic factors on historical events
Understand how cultural factors influence the design of human communities
Understand the effect of economic needs and wants on individual and group decisions
Understand how human factors and distribution of resources affect the development of society and the movement of populations
Understand how and why people create, maintain, or chane systems of power, authority, and governance
Here is the rubric I will be using for the above standards:
World History Semester 1 Progress Report Rubric
Standard
Exceeds
Secure
Developing
Beginning
Understand the use of geogrpahic tools to locate and analyze information aboue people, places, and environments
*Selects a geographic tool to compare and contrast information about people, places, and/or environments.
Analyzes a variety of maps to draw conclusions about people, places, and environments.
Selects a specific geographic tool for a given purpose and can explain the reason for the selection.
Identifies the characteristics of a variety of geographic tools including physical, political, relief, and general purpose maps, longitude and latitude.
Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues
*Interprets cause/effect relationships for historical events and time periods and their impact on current events
Correlates cause/effect relationships while interpreting historical events/issues
Understands the general concept of cause/effect relationships
Understands cause or effect in regards to a relationship
Understand how physical and human characteristics create and define regions
*Demonstrates how regions have developed over time amongst a similar culture over time
Demonstrates how regions develop and how people's interactions have been influenced by history
Demonstrates how regions have developed over time
Demonstrates the importance of how a region develops
Understand the effects of geographic facts on historical events
*Researches current physical and cultural patterns and assesses how humans continue to change the land to improve the quality of life (levees, reservoirs, artificial lakes, etc.).
Analyzes physical and cultural patterns of how humans changed the land to improve their quality of life.
Explains specific examples of how humans changed the land to improve their quality of life.
Identifies how geographic features impact people's lives.
Understands how cultural factors influence the design of human communities
*Evaluates how cultural diffusion has affected modern day societies.
Describes examples of culture and cultural diffusion that have affected ancient societies.
Understands that culture affects societies and provides an example of cultural diffusion.
Understands that culture affects societies.
Understand the effect of economic needs and wants on individual and group decisions
*Illustrate how choices made by individuals and societies have unintended consequences that can offset the initial effects of the decision
Explain the connections between cultural achievements of early civilizations and the development of policial and economic institutions
Understand how economic issues have influenced societies in the past
Provides an example of an economic need or want that infuenced an individual or group decision
Understand how human factors and the distribution of resources affect the development of society and the movement of populations
*Explain the impact of early policy decisions regaruding the use of resources in different regions of the world on mondern society
Analyze the impact (positive and negative) of human migration on physical and human systems
Identify push and pull factors that impact migration patterns
Indentify population issues
Understand how and why people create, maintain, or change systems of power, authority, and governance
*Evaluates power structures throughout historical time periods and trends
Articulates how people specifically and generally create and change power through a political/cultural system
Explains how power changes throughout a society
Understands the importance of power and the implications it presents
The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.
This year's World History class will be much different than most history courses you have or will experience, focusing on 3 main ideas. These ideas are that the course will be:
1. Thematic
*The thematic World History class will take some adjustments. Instead of chronological order, as in most history classes, we will be studying over-riding concepts (themes) and how they apply to history and the present. However, we will also be taking the first part of the course (about 4 weeks) to discuss the differences in a thematic approach versus a chronological approach, why it will be helpful, putting together a basic timeline of history, and exploring how the different themes fit into the timelines.
The themes we will be studying include: Time, Population & Migration, Economic Networks & Exchange, Uses & Abuses of Power, Haves and Have-Nots, Expressing Identity, Science, Technology, & Envronment, and Spiritual Life & Moral Codes
Each of the themes will be studied over a 4.5 week period and will include instruction and extension activities, case studies, and project-based assessments.
2. Project-Based
*After attending a Buck Institute on Project-Based Learning in June, I decided that the best way to assess student learning would be through authentic, hands-on learning. Creating is the highest level of learning (Bloom's Taxonomy). Students will use research, technology, and their individual stengths and interests to create projects that demonstrate learning and ability.
3. Standards-Based
*Standards-based assessment and reporting (SBAR) have been shown to provide a more accurate picture of a student's learning at a given point in time. I will be using a 4.0 scale to determine student grades.
Explanation of Markings
You will notice that 3.0-4.0 are all "A". The 3.0 rating is where your student SHOULD be. Each student will be given the opportunity to achieve at the 3.0 level, however a 3.0 out of 4.0 is perfectly acceptable (still an A) and is one of the biggest changes for students and parents to deal with.
The following are the first semester standards that we will be addressing:
Understand the use of geographic tools to locate and analyze information about people, places, and environments
Here is the rubric I will be using for the above standards: